Taking a novel approach to the concept of 'voice' within education systems, this text considers the extent to which the values, opinions, and perspectives of students, families, teachers, and members of senior management are heard in educational settings, and explores what can be learned from integrating their views in decision-making processes.
Taking a novel approach to the concept of 'voice' within education systems, this text considers the extent to which the values, opinions, and perspectives of students, families, teachers, and members of senior management are heard in educational settings, and explores what can be learned from integrating their views in decision-making processes.
Janice Wearmouth is Professor of Education at the University of Bedfordshire, UK. Andrew Goodwyn is Professor and Head of the School of Education and English Language and Director of the Institute for Research in Education, at the University of Bedfordshire, and Emeritus Professor at the University of Reading, UK.
Inhaltsangabe
List of Tables and Figures Brief Biographies - about the Editors and contributors Preface Chapter One: Developments towards the right to be heard in educational contexts Chapter Two: Lessons learnt by student teachers from the use of children's voice in teaching practice Chapter Three: On bilingualism in monolingual English classroom environments - the challenges for Polish-English bilingual children, their parents and schools Chapter Four: Bilingual Creative Writing Clubs - giving voice to bilingual children in English schools Chapter Five: Listening to the voices of indigenous M¿ori students over time: What do they tell us about national education policy? Chapter Six: Students' and a teacher's views of factors contributing to effective literacy learning for all in an inclusive classroom Chapter Seven: The hidden voice of pre-service teachers in their private social media interactions Chapter Eight: A voice for advancing the profession of teaching? Chapter Nine: The first year of headship: A cross-comparison of the experiences, challenges and successes, expressed by newly appointed headteachers during their first year in post Chapter Ten: Primary headteachers' perceptions of schools' roles in training teachers within a changing landscape of teacher training Chapter Eleven: Lost in Translation: A Discussion of a Small Scale Study of Non-English Speaking Mothers' Experiences of Negotiating their Children's Primary Schooling Chapter Twelve: One mother's experience of the special educational needs system Chapter Thirteen: Students', teachers' and families' views on homework Index
List of Tables and Figures Brief Biographies - about the Editors and contributors Preface Chapter One: Developments towards the right to be heard in educational contexts Chapter Two: Lessons learnt by student teachers from the use of children's voice in teaching practice Chapter Three: On bilingualism in monolingual English classroom environments - the challenges for Polish-English bilingual children, their parents and schools Chapter Four: Bilingual Creative Writing Clubs - giving voice to bilingual children in English schools Chapter Five: Listening to the voices of indigenous M¿ori students over time: What do they tell us about national education policy? Chapter Six: Students' and a teacher's views of factors contributing to effective literacy learning for all in an inclusive classroom Chapter Seven: The hidden voice of pre-service teachers in their private social media interactions Chapter Eight: A voice for advancing the profession of teaching? Chapter Nine: The first year of headship: A cross-comparison of the experiences, challenges and successes, expressed by newly appointed headteachers during their first year in post Chapter Ten: Primary headteachers' perceptions of schools' roles in training teachers within a changing landscape of teacher training Chapter Eleven: Lost in Translation: A Discussion of a Small Scale Study of Non-English Speaking Mothers' Experiences of Negotiating their Children's Primary Schooling Chapter Twelve: One mother's experience of the special educational needs system Chapter Thirteen: Students', teachers' and families' views on homework Index
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